Yesterday, I gave a short lecture and demonstration on how to perform in-class group activities. My path to embracing group activities has been long and winding. As an undergrad, I absolutely despised group work. Partly, this was pure stubbornness and partly, as I’ve come to understand, this was poor planning by my old instructors. My views on group work altered significantly when I was trained to teach freshman composition and rhetoric at UCSB and thus I returned to my old seminar yesterday to offer my insights to this year’s new batch of writing instructors.

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I started by giving an outline of the potential benefits and drawbacks of group work [Slide 1]. The class was comprised of about 20 graduate students who all had some experience teaching previously, thus I asked how many alreadly included group work as an intergral part of their pedagogy. Thos ewho answered in the affirmative was less than one-quarter of the group. This was not surprising and I’ve found many have had similar negative experiecnes of group work in the past as myself. Ultimately, I;ve coem to feel that the negatives associated with group work can be significantly mitigated (except for the extra time it takes to do it) and the benefits can be amplified if one structures group activities well.

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I spent a significant amount of time discussing the elements of an effective group activity [Slide 2]. Griup activities need to be started early and often to establish them as a regular part of class meetings – they should not be treated as a special event or something added to a class halway through the term when the classroom environemnt has already been established. Groups should always be kept relatively small so no one can “hide” or easily shy away from conversation. I’ve found that three members is fairly optimal. Ideally, activities should be oriented around open-ended questions that require creativity or discussion/argumentation among the memebers. The questions the students are addressing should be clear (written on a slide or board) and the time limits should be strict. I always prefer to keep the timing tight, giving students only 3-5 minutes to complete most tasks. I feel this creates an energy and motivation to work quickly and effectively.  Importantly, the goups should always need to prodice a “deliverable” – either shairing their ideas verbally with the class, handing in an assignment, or posting on our course website. To facilitate this, I will always ask the someone operates as a scribe to take notes for the group. When the activity allows for it, I will provide separate roels for each member, with the skeptic being the most interesting. Their duty is to offer disagrementwhen ever possible, to halt any momnets of “group think.” Finally, I often allow a minute or two of off-task time before or after an activity to let the students get to know each other and build camaraderie.

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Since this short commtarial lecture was for a class of new writing instructors, I provided them with instructions of how a group activity built for them might look [SLide 3]. Note the question was simple and direct and I provided some example to stimulate ideas. In addition, there was a clear expectation tha the response needed to be written down and there was a clear (short) time limit.

I spent the rest of my class time talking about processes – namely, writing, researching, and reading – which I will return to in my next post.

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